The social communication limitations are directly related to the problem behaviors. Persons with ASD need to improve social communication. Many problem behaviors are social or unconventional behaviors that exhibit themselves as aggressive and or disruptive. Sometimes self-injury, tantrums, and perserverative use of speech is part of the process of ASD people expressing unpleasant social situation. Ind individuals labeled with ASD need to enhance communication some choose linguistic forms or structual dimensions by building vocabulary through repetition. This rote training done normally in a class does not prepare the individuals for reciprocal social communication. There chronological age does not match their developmental abilities. Body language and social cues are missed. They also cannot interpet non verbal gestures.
The NRC in 2001 suggested to improve spontaneous communication and social interaction. They came up with a six point priority. In summary social communication and language are critical in the development and support of persons with ASD. Since there are so many different methods and approaches educators and school teams need to evaluate. Three terms are 1. categorical, 2. broad descriptive and 3. continuum are used to characterize different approaches.
One problem with categorical approach is instructed and offered in many different programs since 1981. Often schools adopted this one teaching practice. It was and is implemented across curriculum even though different instructors may implement it very differently. The down side to categorical orientation is the implementation may be weak.
ABA is a categorical approach that has not always proven itself to become natural. It is such a child-centered teaching approach it cannot assist students in a social situation.
The DIR, RDI and SCERTS Models and contemporary ABA all exists in all of the originally stated categories.
Wheres the broad descriptive orientation seems to have had success because of the combination of three categories the relationship approach, skill and physiological program. Other terms that have been utilized are behavior vs. development, structure vs. semistructure and naturalistic. Apparently mixing successes of each approach has enhanced ASD students communication and social advancement. This led prizant and we there by to identify the changes in programs in the last 20 years to some of the hybrid approaches we utilize today. The continuuum orientation still needs to be evaluated on childs communication, emotion and development. Then the final comes from parental preference and priority.
The parents and school can draw from the approaches that will best suit the child. The teaching practices are vast. Each brings a necessary ingredient necessary for each individual student. Each of these programs ABA, SCERTS, PBS, and DIR have a short coming for praticular ASD children. The combination of home, school and community for data collection is necessary to view the true statistics of improvement. The SCERTS model truly incorporates a families role in success.
Examples of naturalness of teaching activities or contexts involves whether learning already occured or is being scheduled. Apparently normal language training has hadmore success than discrete-trail training. The adult-controlled learning has not been able to carry-over in daily living.
The ssecond area was skill based or activity-based learning opportunities introduces the naturalness of learned activities. There are many models that do not anticipate the life experience. All the training and preperation of specific skill sets adn content cannot always be correllated to relate to a meaningful activity.
The third and most difficult is social complexity. Becoming engaged in interpersonal and social context is the most overwhelming skill. Often 1..1 the ASD child does well. Once in a large social group their skill set is no longer visable. It becomes socially overwhelming because of all the different settings and complexities. The fourth role of typical or developmentally advanced peers is fostering a social relationship. The students cannot work on this goal until there is readiness skills. The interaction of learning from other children is the magical component of progression. The ultimate social goal is to communicate in everyday sctivities.
The child plays the ultimate role in choosing the most appropriate program and oppurtunities enhance communication. There individulas differences in learning had to be addressed as well as emotional capacities, cognitive skills and social communication. The goals need to be based on development and functional criteria. The functional need can be done in a developmental profile similiar to the SCERTS model.
The social communication limitations are directly related to the problem behaviors. Persons with ASD need to improve social communication. Many problem behaviors are social or unconventional behaviors that exhibit themselves as aggressive and or disruptive. Sometimes self-injury, tantrums, and perserverative use of speech is part of the process of ASD people expressing unpleasant social situation. Ind individuals labeled with ASD need to enhance communication some choose linguistic forms or structual dimensions by building vocabulary through repetition. This rote training done normally in a class does not prepare the individuals for reciprocal social communication. There chronological age does not match their developmental abilities. Body language and social cues are missed. They also cannot interpet non verbal gestures.
The NRC in 2001 suggested to improve spontaneous communication and social interaction. They came up with a six point priority. In summary social communication and language are critical in the development and support of persons with ASD. Since there are so many different methods and approaches educators and school teams need to evaluate. Three terms are 1. categorical, 2. broad descriptive and 3. continuum are used to characterize different approaches.
One problem with categorical approach is instructed and offered in many different programs since 1981. Often schools adopted this one teaching practice. It was and is implemented across curriculum even though different instructors may implement it very differently. The down side to categorical orientation is the implementation may be weak.
ABA is a categorical approach that has not always proven itself to become natural. It is such a child-centered teaching approach it cannot assist students in a social situation.
The DIR, RDI and SCERTS Models and contemporary ABA all exists in all of the originally stated categories.
Wheres the broad descriptive orientation seems to have had success because of the combination of three categories the relationship approach, skill and physiological program. Other terms that have been utilized are behavior vs. development, structure vs. semistructure and naturalistic. Apparently mixing successes of each approach has enhanced ASD students communication and social advancement. This led prizant and we there by to identify the changes in programs in the last 20 years to some of the hybrid approaches we utilize today. The continuuum orientation still needs to be evaluated on childs communication, emotion and development. Then the final comes from parental preference and priority.
The parents and school can draw from the approaches that will best suit the child. The teaching practices are vast. Each brings a necessary ingredient necessary for each individual student. Each of these programs ABA, SCERTS, PBS, and DIR have a short coming for praticular ASD children. The combination of home, school and community for data collection is necessary to view the true statistics of improvement. The SCERTS model truly incorporates a families role in success.
Examples of naturalness of teaching activities or contexts involves whether learning already occured or is being scheduled. Apparently normal language training has hadmore success than discrete-trail training. The adult-controlled learning has not been able to carry-over in daily living.
The ssecond area was skill based or activity-based learning opportunities introduces the naturalness of learned activities. There are many models that do not anticipate the life experience. All the training and preperation of specific skill sets adn content cannot always be correllated to relate to a meaningful activity.
The third and most difficult is social complexity. Becoming engaged in interpersonal and social context is the most overwhelming skill. Often 1..1 the ASD child does well. Once in a large social group their skill set is no longer visable. It becomes socially overwhelming because of all the different settings and complexities. The fourth role of typical or developmentally advanced peers is fostering a social relationship. The students cannot work on this goal until there is readiness skills. The interaction of learning from other children is the magical component of progression. The ultimate social goal is to communicate in everyday sctivities.
The child plays the ultimate role in choosing the most appropriate program and oppurtunities enhance communication. There individulas differences in learning had to be addressed as well as emotional capacities, cognitive skills and social communication. The goals need to be based on development and functional criteria. The functional need can be done in a developmental profile similiar to the SCERTS model.